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MT 29 > PIAGET'S THEORY > Flashcards

PIAGET'S THEORY Flashcards

1
Q

the term cognition comes from the latin word _____ whihc means to know, to recignise, or to conceptualise

A

cognoscere

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2
Q

it is the mental action or process of acquiring knowledge and understanding through thought, experience, and the senses

A

cognition

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3
Q

it is the emergence of the ability to think and understand

A

cognitive development

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4
Q

it is the acquisition of the ability to think, reason, and problem solve

A

cognitive development

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5
Q

it is the process by which people’s thinking changes across the life span

A

cognitive development

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6
Q

he studied cognitive development by observing _____ in particular, to examine how their thought processes changed with age

A

children

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7
Q

it is the growing _________ and _______ to the physical and social environment

A

apprehension and adaptation

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8
Q

cognitive development is ___ and ____ changes by which mental process become more complex and sophisticated

A

gradual and orderly changes

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9
Q

the essential development of cognition is the establishment of new ______

A

new schemes

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10
Q

__________ and __________ are both the processes of the ways of cognitive development

A

assimilation and accommodation

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11
Q

the ____________ is the symbol of a NEW STAGE of the cognitive development

A

equilibration

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12
Q

this an INTERNAL REPRESENTATION of the world.

A

schema

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13
Q

they are cognitive structures that REPRESENT A CERTAIN ASPECT OF THE WORLD, and can be seen as categories which have certain PRE-CONCEIVED IDEAS IN THEM

A

schema

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14
Q

it is USING AN EXISTING SCHEMA to deal with a new object or situation

A

Assimilation

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15
Q

the learner fits the new idea into what he already knows.

A

assimilation

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16
Q

here, the schema is not changes, only modified

A

assimilation

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17
Q

this happens when the existing schema does not work and needs to be changed to deal with a new object or situation

A

accommodation

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18
Q

the schema is altered; new schema may be developed

A

accommodation

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19
Q

he believed that cognitive development did not progress at a steady rate, but rather in leaps and bounds

A

equilibration

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20
Q

this occurs when a child’s schemas can deal with most new information through assimilation

A

equilibration

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21
Q

as a child progress through the stages of cognitive development, it is important to maintain the balance between applying previous knowledge and changing behavior to account for new knowledge

A

equilibration

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22
Q

what are the four stages of development

A
  1. sensorimotor
  2. preoperational
  3. concrete operational
  4. formal operational
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22
Q

this helps explain how children are able to move from one stage of thought to the next

A

equilibrium

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22
Q

this stage is the development of Objective Permanence (memory)

A

Sensorimotor stage

22
Q

in this stage of development, infants construct an understanding of the world by coordinating sensory experiences and motor actions

A

sensorimotor stage

22
Q

in this stage, infants progress from reflexive, instinctual actions at birth to the beginning of problem solving and symbolic abilities toward the end of the stage

A

sensorimotor stage

22
Q

this is where they realize that objects exist even if they are out of sight

A

object permanence

23
Q

this stage is for birth to 2 years old or the infancy

A

sensorimotor stage

23
Q

the child is more capable of more complex mental representations compared to the previous stage

A

preoperational stage

23
Q

this stage is for 2-7 years old or the toddler and early childhood

A

preoperational stage

23
Q

this period of DEVELOPING LAGUAGE AND CONCEPTS

A

preoperational stage

23
Q

this stage begins when the child starts to USE SYMBOLS AND LANGUAGE

A

preoperational stage

23
Q

preoperational stage is divided into 2 sub-stages which are:

A

preconceptual stage and intuitive stage

24
Q

this substage of preoperational stage is the INCREASED USE OF VERBAL REPRESENTATION but the SPEECH IS EGOCENTRIC.

A

preconceptual stage

24
Q

this substage of preoperational stage is SPEECH BECOMES MORE SOCIAL, LESS EGOCENTRIC.

A

intuitive stage

24
Q

this substage of preoperational stage is where the child USES SYMBOLS TO STAND FOR ACTIONS

A

preconceptual stage

24
Q

what are the key features of the preoperational stage

A
  1. egocentrism
  2. animism
  3. concentration
24
Q

this substage of preoperational stage is where the child base their knowledge on WHAT THEY FEEL OR SENSE TO BE TRUE, yet they cannot explain the underlying principles behind what they feel or sense

A

intuitive stage

25
Q

the process of concentrating on one limited aspect of a stimulus and ignoring the other aspects and it is noticed in conservation

A

concentration

25
Q

the child’s thought and communications are typically egocentric

A

egocentrism

26
Q

the egocentrism is well explained by Piaget as _____

A

three mountain task

27
Q

treating inanimate objects as living ones

A

animism

28
Q

is the knowledge that quantity is unrelated to the arrangement and physical appearance of objects. children of this age (2-7) are unaware of this.

A

conservation

29
Q

this stage is for 7 to 12 years old or childhood and early adolescence

A

concrete operational stage

29
Q

this stage is characterized by the APPROPRIATE USE OF LOGIC

A

concrete operational stage

30
Q

what are the 8 important processes during the concrete operational stage:

A
  1. seriation
  2. transitivity
  3. classification
  4. decentering
  5. reversibility
  6. conservation
  7. elimination of egocentrism
  8. performs operation
30
Q

in this concrete operational stage is the ABILITY TO SORT THINGS OR OBJECTS in an order according to size, shape, or any other characteristics

A

seriation

31
Q

in this concrete operational stage is the ABILITY TO RECOGNIZE LOGICAL RELATIONSHIPS among elements in a serial order

A

transitivity

32
Q

in this concrete operational stage is the ABILITY TO GROUP OBJECTS together on the basis of common features

A

classification

33
Q

in this concrete operational stage is the ABILITY TO TAKE MULTIPLE ASPECTS of a situation into account

A

decentring

34
Q

in this concrete operational stage is the child understands that NUMBERS OR OBJECTS CAN BE CHANGED, THEN RETURNED TO ORIGINAL STATE

A

reversibility

35
Q

in this concrete operational stage is the UNDERSTANDING THAT THE QUANTITY, LENGTH OR NUMBER OF ITEMS IS unrelated to the arrangement or appearance of the object or item

A

conservation

36
Q

in this concrete operational stage is the ABILITY TO VIEW THINGS FROM ANOTHER’S PERSPECTIVE

A

elimination of egocentrism

37
Q

in this concrete operational stage is the child performs combining, separating, multiplying, repeating, dividing etc.

A

performs operations

38
Q

the stage where the thought becomes increasinngly FLEXIBLE and ABSTRACT

A

formal operational stage

39
Q

the stage where the ability to systematically solve a problem in LOGICAL AND METHODOLOGICAL WAY

A

formal operational stage

40
Q

the stage that understands that nothing is absolute; everything is relative

A

formal operational stage

41
Q

the stage that the rules of any game or social system are developed by a man by mutual agreement and hance could be changed or modified.

A

formal operational stage

42
Q

the stage that the child’s way of thinking is at its MOST ADVANCED, although the knowledge it has to work with, will change

A

formal operational stage

MT 29 (2 decks)

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